MARC Record from marc_columbia

LEADER: 07942cam a2200625Ia 4500
001 4252122
005 20220326225457.0
006 m o d
007 cr cn|||||||||
008 030730s2003 njua ob 001 0 eng d
035 $a(OCoLC)ocm52747007
035 $a(NNC)4252122
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020 $a1410607461$q(electronic bk.)
020 $a9781410607461$q(electronic bk.)
020 $z0805841644$q(pbk. ;$qalk. paper)
035 $a(OCoLC)52747007$z(OCoLC)505068704$z(OCoLC)531052651$z(OCoLC)646744284$z(OCoLC)793525803$z(OCoLC)961527369$z(OCoLC)962665759$z(OCoLC)984868737$z(OCoLC)991904332$z(OCoLC)1000437389$z(OCoLC)1053055193$z(OCoLC)1135410459$z(OCoLC)1200053734
050 4 $aPE1404$b.W54 2003eb
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072 7 $aREF$x026000$2bisacsh
072 7 $aLAN$x005000$2bisacsh
082 04 $a808/.042/071$221
049 $aZCUA
100 1 $aWilliams, James D.$q(James Dale),$d1949-
245 10 $aPreparing to teach writing :$bresearch, theory, and practice /$cJames D. Williams.
250 $a3rd ed.
260 $aMahwah, N.J. :$bLawrence Erlbaum,$c©2003.
300 $a1 online resource (xvii, 403 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references (pages 362-383) and index.
505 0 $aThe Foundations of Rhetoric -- What is Rhetoric? -- History and Theory -- Classical Greek Rhetoric : Rhetoric and the Greek Philosophers ; Who Were the Sophists? -- Roman Rhetoric : Cicero -- The Early Christian Period : St. Augustine -- From the Middle Ages to the 19th Century : Peter Ramus -- Art or Science : The First Composition Courses -- Contemporary Rhetoric -- Approaches to Teaching Writing -- Current-Traditional Rhetoric : Bottom-Up Methodology ; Grading Student Papers ; Pervasiveness of the Approach -- New Rhetoric : The Influence of Linguistics ; An Emerging Field ; New Rhetoric and Process ; An Emphasis on Psychology -- Romantic Rhetoric : Grounded in the Counterculture ; The Allure of Authenticity ; A Matter of Perspective -- Writing Across the Curriculum : WAC at the Elementary Level ; WAC at the Middle and High School Levels ; WAC at the College Level ; Implementing WAC ; The Argument Against WAC -- The Social-Theoretical Model : Discourse Communities ; Writing in a Social-Theoretic-Oriented Classroom -- Postmodern Rhetoric -- Post-Postmodern Rhetoric -- Best Practices -- How Do We Teach Writing Effectively? -- The Process Approach to Composition : Student-Centered Instruction ; Teacher as Coach ; Stages of the Composing Process ; A Phase Model of the Composing Process -- Making Writing Meaningful : E-mail Pen Pals ; Simulation -- Expectations and Standards -- The Classroom as Workshop -- Structuring a Classroom Workshop : Building Community -- Setting Up Work Groups : Obstacles to Work Groups ; Summarizing the Benefits of Work Groups -- Sharing Student Drafts -- Social Bonding in Work Groups -- Computers and Work Groups -- Grading Group Participation -- Teacher Intervention -- Classroom Conferences -- Reading and Writing -- The Psychology of Reading -- The Phonics-Whole-Language Debate : Examining the Theoretical Issues ; Problems in Theory and Research -- Connections Between Reading Skill and Writing Proficiency -- Models and Writing -- Reading and Writing with Computers.
505 0 $aGrammar and Writing -- Why Is Grammar Important? -- Why Teaching Grammar Does Not Work : Considering the Research ; Internalized Language Patterns -- Teaching Grammar and Usage : Usage and Error ; Common Usage Problems ; Grammar Problems ; Direct and Indirect Instruction -- Examining the Major Grammars : Traditional Grammar ; Phrase-Structure Grammar ; Transformational-Generative Grammar ; Cognitive Grammar -- English as a Second Language and Nonstandard English -- Bilingual Education : Problematic Test Scores -- Placement and Classification in Bilingual Programs : Immersion and Spanish-Speaking Students -- Addressing the Need for Bilingual Education -- Bilingualism and Intelligence -- Revisiting Language Acquisition: The Effect on ESL : Language in Infants ; Home Language ; Conflicts Between Home and School -- Second-Language Acquisition in Children -- Dialects : Factors Underlying a Prestige Dialect ; Nonstandard Dialects -- Black-English Vernacular : Ebonics ; Cultural Factors ; Cognitive Deficit -- Black-English Grammar -- Black English and Writing : Oral-Language Interference -- Chicano English : Spanglish ; Code-Switching -- Teaching Nonmainstream Students -- The Psychology of Writing -- Mind and Language -- Cognition Influences Language : Problems with Piaget -- Language Influences Cognition : Problems With Linguistic Relativism -- A Phase Model of Cognition and Language -- Pauses, Plans, Mental Models, and Social Actions -- Writing Assignments -- Making Good Writing Assignments : Planning and Outcome Objectives -- Sequencing Assignments -- Features Every Assignment Should Have -- Sample Assignments -- Collaborative Assignments -- Relating Writing to the Real World -- Assessing and Evaluating Writing -- What is Assessment? -- Key Factors in Assessment and Evaluation : Validity ; Reliability ; Predictability ; Cost of Assessment ; Fairness of Assessment ; The Politics of Assessment -- Reducing the Paper Load : Teacher Comments on Papers -- Holistic Scoring : Scoring Rubrics ; Implementing Holistic Scoring in the Classroom -- General Rubric 1: Elementary -- General Rubric 2: Middle and Secondary : Scoring Student Papers ; Converting Numeric Scores to Letter Grades ; Following the Protocol -- Portfolio Grading -- Sample Rubrics and Sample Papers : Assignment 1 (Grade 6) ; Rubric: Assignment 1 ; Assignment 2 (Grade 8) ; Rubric: Assignment 2 ; Assignment 3 (Grade 12) ; Rubric: Assignment 3.
520 $aA comprehensive survey of theories, research and methods associated with teaching composition effectively. The primary goal is to provide practising and prospective teachers with the knowledge they need to be successful teachers of writing and prepare them for the challenges they will face.
588 0 $aPrint version record.
650 0 $aEnglish language$xRhetoric$xStudy and teaching$xResearch.
650 0 $aEnglish language$xComposition and exercises$xResearch.
650 0 $aReport writing$xStudy and teaching$xResearch.
650 0 $aEnglish teachers$xTraining of.
650 6 $aAnglais (Langue)$xComposition et exercices$xRecherche.
650 6 $aRapports$xRédaction$xÉtude et enseignement$xRecherche.
650 7 $aLANGUAGE ARTS & DISCIPLINES$xRhetoric.$2bisacsh
650 7 $aREFERENCE$xWriting Skills.$2bisacsh
650 7 $aLANGUAGE ARTS & DISCIPLINES$xComposition & Creative Writing.$2bisacsh
650 7 $aEnglish language$xComposition and exercises$xResearch.$2fast$0(OCoLC)fst00911023
650 7 $aEnglish language$xRhetoric$xStudy and teaching$xResearch.$2fast$0(OCoLC)fst00911607
650 7 $aEnglish teachers$xTraining of.$2fast$0(OCoLC)fst00912406
650 7 $aReport writing$xStudy and teaching$xResearch.$2fast$0(OCoLC)fst01094857
655 0 $aElectronic books.
655 4 $aElectronic books.
776 08 $iPrint version:$aWilliams, James D. (James Dale), 1949-$tPreparing to teach writing.$b3rd ed.$dMahwah, N.J. : Lawrence Erlbaum, ©2003$z0805841644$w(DLC) 2003040771$w(OCoLC)51460739
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4252122$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS